Nursing Education and Pedagogical Shifts for Class Room Shift and Change
Pedagogical Shifts In Nursing Education
How faculty teach has been influenced by changes in higher education, emerging evidence from nursing education research, and the increasing availability of learning technology. Two shifts have significance for nurse educators: the shift from teaching to learning and the use of the flipped classroom.
From Teaching to Learning Shift In Nursing Education
One of the most prevalent shifts in higher education is the move from the lecturer at the front of the room while students listen, known as “the sage on the stage,” to the instructor who interacts with students to facilitate learning, or “the guide “On the side.”
In recent years technological advances have provided faculty new tools to engage in interactive pedagogy such as electronic case histories and concept maps (Shellenbarger & Robb, 2014), and have enabled faculty to shift their role to a guide, coach, and facilitator of learning. (See Chapter 15 for other strategies to promote engaged learning.)
Flipped Classroom as Pedagogical Shift In Nursing Education
Recent interest in the use of the “flipped classroom” is another example of a pedagogical shift. The flipped classroom is based on the idea that active learning is superior to passive learning. It is called flipped because the traditional method of a lecture presented to a passive group followed with homework to practice and apply learning is reversed (Hawks, 2014).
In the flipped classroom the preparatory information for the class such as a lecture, reading materials, case studies, and quizzes are made available ahead of class time.
Students are to come to class prepared to engage in learning through activities that practice application of the course material and to receive feedback about their progress in attaining learning outcomes set for the particular class (Hamdan, N., McKnight, P., McKnight, K ., & Arfstrom , KM 2013).
For a flipped classroom to work, students must prepare diligently for class, and faculty must have support to learn to use technological tools for recording lectures and implementing classroom activities ( Schlairet , Green, & Benton, 2014; Silverthorn, 2006).
Prior to attending class in the flipped classroom, students must understand and comprehend basic course materials and be prepared to clarify concepts and connect them to clinical practice during the class.
Faculty use a variety of digital learning activities such as online case studies, virtual excursions, wikis, and blogs to engage students and ensure that students are able to reach higher levels of learning domains such as application, synthesis , and creation.
An effective flipped classroom requires a change in the culture of learning to a more student-centered approach, and that content must be intentionally chosen for what needs to be presented by the teacher (Hamdan, McKnight, McKnight, & Arfstrom , 2013). The role of the faculty is to develop the learning activities, pose clinical challenges, and guide and facilitate learning.
During each class session faculty must also assess learning to ensure certain students have achieved higher order learning outcomes. The role of the student is to assume responsibility for completing pre class preparatory assignments and assessments, and to be an active participant in the class.
Access to digital technology and expertise in its use is essential in the flipped classroom. Students use digital devices to access information, use online learning activities, collaborate, work in teams, contact experts, and assess their learning and monitor their progress throughout the course.
Prior to the class, faculty use digital technology to develop videocasts, podcasts, and narrated presentation slides to present course concepts (Bull, 2013). During class faculty and students use wikis, blogs, presentation software, and video clips to activate learning.
Learning “analytics” such as testing software, audience response systems (ARSs) that record individual students’ responses to questions, and learning management systems (LMS), as well as newer (and more expensive) software that can track student learning are integral to the flipped classroom because this software can make it possible for faculty to identify which students need assistance, track student progress, and modify learning activities during class.
Students, too, can use these tools to track their progress and grades as the course unfolds. Research on the flipped classroom indicates that it takes a great deal of preparation and technology support to create a flipped classroom ( Schlairet et al., 2014; Schwartz, 2014).
In one small study of nursing practitioner students in a flipped classroom, the faculty found that most students found readings and answering questions prior to class was worthwhile, and 50% of the students found listening to the prerecorded lectures were worthwhile, but not all students were totally satisfied with every aspect of flipping the classroom (Critz & Knight, 2013).
In another study, Missildine, Fountain, Summers, and Gosselin (2013) compared three approaches to learning: lecture only, lecture capture with back up, and the flipped classroom with innovative learning activities during class.
Results indicated that exam results were higher for students in the flipped classroom, but that students in the flipped classroom were less satisfied with this method when compared to the other approaches.
A flipped classroom also can be an effective way to provide instruction in professional development settings as students can learn at their own pace (McDonald & Smith, 2013).
Changes in Nursing Education Students and Faculty By Pedagogical Shifting In Nursing Education
One of the biggest changes in nursing education is the student’s experience with digital learning. Most nursing students have grown up in a digital world and are accustomed to instantaneous access to entertainment and information. They also expect immediate feedback. The new generation of students has been called digital natives because of their familiarity with technology (Watson & Pecchioni , 2011).
Students may be more comfortable than faculty with technology. In the United States the average faculty member is older than 51 (American Association of Colleges of Nursing, 2014). Despite these generational differences, it is important for nursing faculty not to confuse technological familiarity with expertise or wisdom about how to use technology.
Another change is that students are coming to class with their own technology. The 2013 Educause survey of more than 113,000 undergraduates found that nearly every student owned a laptop, smartphone, tablet, or e-book device (Dahlstrom, Walker, & Dziuban, 2013). Most owned more than one device capable of accessing the Internet, with more than one-third owning four or more devices.
Yet, although most students own these devices, fewer than 25% were required to use them in the classroom, and in many cases were banned from using the devices during class. Students are coming to class with the newest tools, but too often they have faculty who are not helping them learn to use those tools (Wilkinson, Roberts, & While, 2013).
Many curricula are adding requirements for computer literacy, information literacy, and nursing informatics. The literature shows that while faculty recognize the importance of these topics, integration into the curriculum has been slow (Button, Harrington, & Belan, 2013).
Additionally, students often feel inadequately prepared for the use of technology. Changes in nursing education require a change in the role of the faculty (National Council of State Boards of Nursing, 2011). To create a connected classroom, faculty must learn to use familiar tools in new ways, as well as learn to integrate new tools. This can be a daunting task for faculty unfamiliar or uncomfortable with technology.
It is important not to use technology for technology’s sake but to achieve objectives that would be difficult to achieve without technology. To gain experience with technology, faculty can use multiple sources. Faculty can find colleagues that have expertise with the proposed use of technology, read technology columns in nursing education journals, or attend technology conferences.
Many faculty have access to technology support at their school of nursing and can access libraries that have developed extensive search tools for finding evidence-based literature.